11th Annual TxDLA Conference March 24 - 27, 2008 Moody Gardens - Galveston, Texas

1. 11th Annual TxDLA ConferenceMarch 24 - 27, 2008Moody Gardens - Galveston, Texas

2. Instructional Design for Drug Sciences: The BRAOU Experience Prof. Ramachandraiah Gorrepati Professor and Head, Dept of Chemistry Dr. B.R. Ambedkar Open University, Hyderabad 500 033 Andhra Pradesh, India Email: gramachandraiah@yahoo.co.in

3. Presentation Outline…. • About Dr. B.R. Ambedkar Open University • Instructional System of BRAOU • Science Education in BRAOU • Curriculum Development • Programme and Fee Structure • BRAOU Practices for Drug Science Education • Future Plans • Conclusion

4. Dr. B.R. Ambedkar Open University "We may forgo material benefits of  civilization, but we cannot forgo our right and  opportunity to reap the benefits of the highest education to the fullest extent.........." Dr. B.R. Ambedkar

5. V I S I O N • Dr.B.R.Ambedkar’s social philosophy of education as a means of creating an egalitarian society is the vision of this University. Access to relevant quality education and training programmes for diverse sections of society with a focus on hitherto deprived sections, at lower costs by using the modern technologies in teaching-learning processes, as well as in administrative and support services is the goal of this University. The University programmes aim at making education and training instruments for living and for making a living. The University puts the learner first.

6. M I S S I O N • Enrichment of on-going academic programmes • Competency building through education and training programmes • Interactive individual-based teaching-learning processes • Reliable and credible student evaluation systems • Result oriented, accountable and transparent administrative & support systems • Research, innovation, training and networking

7. Chancellor Executive Council Academic Senate Vice Chancellor Planning & Monitoring Board Finance Committee Rector Head, Dept. (4 Depts) Head, Dept. (2 Depts) Head, Dept. (6 Depts) Head, Dept. (7 Depts) ORGNISATION STRUCTURE OF Dr.BRAOU Director (GRADE) Director (Academic) Director (Student Service) Director (Material Production) Director (AVPRC) Director (Staff Training & Development) Registrar Finance Officer Computer Center Study Centers Admis-sions Purchases Printing & Distribution Administra-tion Exami-nations Public Relations Engineering Audit Accounts Dean Faculty of Arts Dean Faculty of Commerce Dean Faculty of Science Dean Faculty of Social Sciences Dean Faculty of Education Graphic Unit Faculty Faculty Faculty Faculty Faculty

8. Printed Material Face-to-Face Counselling Lab Practicals/ Training Audio Cassettes & Video Cassettes Learning Instructional System of BRAOU Identification of Educational Needs & Learner Groups Graduation Production of Multi-media Instructional Materials Curriculum Planning & Design Delivery System Evaluation Radio Broadcasts Telecasts Internet Based Delivery Tele-counselling/ Teleconference Feedback

9. Science Education in BRAOU • BRAOU started offering science education in 1983. • Offering science education through distance mode for the first time in India. • It was because of the vision of the founder Vice-Chancellor, late Prof. G. Ram Reddy. • The vision has been translated into a reality over these years and science education has been provided successfully by the BRAOU.

10. Science Education in BRAOU • Bachelor’s Degree in Science (BSc) is offered in • English, Telugu and Urdu media. • The science subjects offered by the University include: • Botany • Chemistry • Geology • Physics • Zoology and • Mathematics

11. Science Education in BRAOU • Initially there was some scepticism regarding the offer of science education through distance mode because • specific learning components and • lab-based practicals required for the programme. • By adopting innovative teaching-learning methodologies BRAOU is offering Science Courses through distance mode effectively and efficiently as any other conventional university. • Though initially the University has faced certain academic and operational challenges, they have been over come by changing the policies and practices.

12. Collaboration with Dr. Reddy’s Laboratories • The unique feature of BSc., Drug Science programme offered by BRAOU is that this programme is based on tailor-made courses designed keeping in view the requirements of Dr. Reddy’s labs. • In fact Dr. Reddy’s labs approached BRAOU to help the organization by offering a customised academic programme. • BRAOU developed course curriculum accordingly. The University received appreciations from the Reddy’s labs for designing the courses in such a way that they suit the graining needs of their in-service employees. • The University is proposing to offer several such courses in future in collaboration with various organizations with diverse needs.

13. Curriculum Development • The University constituted a curriculum development committee with • experts from the area of pharmaceutical sciences, • expert members from Dr. Reddy’s Labs. • The committee has evolved the curriculum of eight courses of two subjects • Drug Chemistry and • Drug Technology in addition to the existing four courses in chemistry. • The eight courses are related to BSc (Special) Drug Science programme are: • Four courses in Drug Chemistry and • Four courses in Drug Technology. • The expert committee identified a panel of course writers and editors for writing course material suitable to the distance learners.

14. Programme and Fee Structure of BSc., Drug Science 1st year *Including Examination Fees

15. Programme and Fee Structure of BSc., Drug Science 2nd year * Including Examination Fees

16. Programme and Fee Structure of BSc., Drug Science 3rd year * Including Examination Fees

17. Fee Structure at a Glance

18. BRAOU Practices for Drug Science Education • Well defined Programme Development process; • Appropriate course structure and relevant curriculum; • Self-instructional print materials developed by course teams constituted by the University; • Restricted admission criteria; • Recruitment and retention of Academics with high level of expertise in distance learning and also in their own subject area;

19. BRAOU Practices for Drug Science Education • Regular face-to-face counselling sessions organised at the study centres; • Compulsory component of lab-based practicals; • Appropriate teaching-learning strategies and successful delivery of study materials in form of • PRINT: Self-instructional study materials • ELECTRONIC MEDIA: Audio Cassettes, Video Cassettes, Radio Lessons, Radio Phone-in-Programmes, Tele Lessons through Broadcast (Doordarshan) and Narrowcast (MANATV), Interactive Tele-conferencing. • Maintaining the level of exit performance and academic standards which are equivalent to those of conventional universities.

20. Learner Support • Academic Counsellors • Face-to-Face Counselling • Laboratory-based Instruction • Practical Sessions

21. Academic Counsellors • University provides regular weekend counselling by appointing competent and experienced academic counsellors who are drawn from conventional universities and colleges. • The academic counsellors are selected based on their • expertise in the relevant subject, • teaching experience and • other qualities required for teaching Science subjects. • The newly recruited counsellors are provided with necessary orientation and training by organizing training programmes; and workshops which are organised to update their skills in the teaching of science courses.

22. Face-to-Face Counselling • The BSc students of first year are provided with counselling sessions on 21 Sundays. • Counselling sessions are conducted on 24 Sundays for the second and third years of their study. • Students receive counselling for six hours every Sunday. • That is science students are provided counselling for 48 hours in each subject in a year i.e. 24 hours of counselling for a paper of 100 marks weight-age besides the lab-based instruction, which is compulsory.

23. Laboratory-based Instruction • Considering the feedback and advice from experts, the University enhanced the number of hours of practical training from 72 hour per subject to 192 hours in 1994. • Out of these 192 hours, • 144 hours are meant for hands-on training by the students in the laboratory and • 48 hours are earmarked for demonstration experiments and the conduct of simple home experiments • These 144 hours of practical sessions are spread over two years with 72 hours per course. • lab-based practicals are made compulsory and every student should attend 75 percent of the practical sessions failing which the students are not permitted to appear for the year-end examinations.

24. Laboratory-based Instruction

25. Practical Sessions • Twelve experiments in each paper in both second and third year papers are conducted in reputed colleges of Pharmacy selected as learning centres to provide quality training. • Field visits to Drug Industries to impart Practical Training in handling Drug Product Machinery used in Manufacture of Bulk Drugs and various unit processes and operations of Drug Industry are arranged to ensure quality training in both Drug Analysis and Drug Manufacturing Methodology.

26. Practical Sessions Conducted in Pharmacy Colleges

27. Enrolment of students into B.Sc., Drug Science Programme

28. Future Plans • Revision of curriculum and course content shall be done regularly and continuously. • The number of hours allotted for counselling and for practicals is insufficient and hence they may be increased to 30 counselling hours and 96 practical hours. • Provision shall be made for additional counselling classes like summer schools for those who have missed at study centres. • In each batch of practicals there shall be only 15 students. For every 15 students there must be one counsellor.

29. Future Plans • The campus laboratories shall be further equipped and provided with permanent non-teaching staff such as Lab Assistants and Lab Attenders. • Practical examinations shall be conducted immediately after completing the practical training classes. • PG Programmes and Research Programmes leading to MPhil and PhD shall be introduced in all the science subjects. • The University shall start some Vocational and Technical Programmes such as Biotechnology, Pharmaceutical Chemistry, Polymer Chemistry, Instrumentation, Bioinformatics, etc.

30. To Conclude… • The question whether Distance Education can be used for instruction of Science and Technology Courses is no more relevant today. • It is possible to use distance mode to deal with any subject/discipline, howsoever technical the subject is, by incorporating into the system the necessary non-distance education components as required for the subject. • The experience the world over and also in India reveals that any subject can be offered through distance mode as effectively as any conventional mode. • The experience of BRAOU in offering Science Education for the past twenty five years revealed that Science Programmes can be offered effectively by following sound academic practices and regulations.

31. To Conclude… • The practices followed in BRAOU have proved that Science Education can be offered effectively through distance mode. It has been proved by BRAOU that a technical and vocational programme like B.Sc., Drug Sciences has been offered successfully which could meet the requirements of chemical industry.

32. Thank you Prof. Ramachandraiah Gorrepati Professor and Head, Dept of Chemistry Dr. B.R. Ambedkar Open University, Hyderabad 500 033 Andhra Pradesh, India Email: gramachandraiah@yahoo.co.in